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Cultural Education, Cultural Ecology, Landscape Education and the Contemporary Range of the Historic Graden (A Pedagogical Approach)

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Cultural Education, Cultural Ecology, Landscape Education and the Contemporary Range of the Historic Graden (A Pedagogical Approach) TECHNICAL TRANSACTIONS CZASOPISMO TECHNICZNE ARCHITECTURE ARCHITEKTURA 5-A/2014 JOANNA TOROWSKA* CULTURAL EDUCATION, CULTURAL ECOLOGY, LANDSCAPE EDUCATION AND THE CONTEMPORARY RANGE OF THE HISTORIC GRADEN (A PEDAGOGICAL APPROACH) EDUKACJA KULTURALNA, EKOLOGIA KULTURALNA, EDUKACJA KRAJOBRAZOWA I WSPÓŁCZESNA RANGA OGRODU ZABYTKOWEGO (PRÓBA UJĘCIA PEDAGOGICZNEGO) Abstract The paper summarizes selected uses of historic parks as an educational setting and social space which should be protected. Education can be acquired in such educational envinronments and the milieu should be protected. Keywords: historic gardens and parks, cultural education, educational setting, social space, cultural heritage and its protection Streszczenie W artykule przedstawiono wybrane obszary wykorzystania zabytkowych ogrodów w edukacji kultural- nej. Jednym z jej elementów może być edukacja w takim środowisku wychowawczym, które powinno być chronione. Słowa kluczowe: zabytkowe ogrody i parki, edukacja kulturalna, środowisko wychowawcze, przestrzeń społeczna, dziedzictwo kulturowe i jego ochrona * PhD Joanna Torowska, Philosophy Institute, Faculty of Philosophy, Jagiellonian University. 70 The beauty of our historic parks is not just a matter of aesthetic experience. It is also our obligation to preserve this beauty for future generations. Janusz Bogdanowski, Polish ornamental gardens. History and restoration problems, Warszawa 2000. 1. INTRODUCTION This short quote which captivates the essence of protecting historic gardens opens my speech on the new role which, in my opinion, historic gardens can and should take in the 21st century, seen as a potential educational environment or, in the wider context, a social space which should be subject to special care and protected by society as it is of particular worth and brings cultural valueswith it. For obvious reasons these values are contrary to the values of globalization which typify contemporary culture. In turn, the inclusion of the category of “space” in the centre of pedagogical discourse significantly alters it completely, opening it up to new possibilities of interpretation, and discloses aspects that would otherwise remain hidden1. As noted by Tuan Yi-Fu, the Chinese geographer, space and place are mutually intertwined: “Events take place in a particular space. Space is the place where events occur. Space is also abstract and expansive (world space)”2. “When we become acquainted with space and accustomed to it, it transforms into a closed place, but we are familiar with it”3. Leszek Koczanowicz says that the pedagogy of space is also the pedagogy of tradition4. Every human being is born heir to a social tradition5.Thanks to social transmission, heritage is recalled and animated. Animation occurs when there is a connection between the sender (former generations) and the recipient, in other words people who are alive today. This animation and communication takes place in a number of ways, including through social institutions that educate the younger generation6. Ziemski further writes, “In today’s highly developed societies there is a different way of communicating between previous and modern generations. This is due to considerable socio-political diversity. In such societies, there is a constant struggle for the appropriation of tradition, manifested primarily in the shaping of social consciousness so as to match the political objectives of the social and political elite, whilst the role of schools in the shaping of personality and consciousness is of prime significance”7. If a place is not to be just a conjunction of time and space, but part of a divided and tamed space, and therefore accepted or rejected, then this space must have its history inscribed into it. This history, after all, expresses the emotional aura of the place 1 Pedagogika miejsca, (ed.) M. Mendel, Wrocław 2006, 138. 2 I. Wentzel-Winther, Dom jako własna przestrzeń dziecka, [in:] Pedagogika miejsca, (ed.) M. Mendel, Wrocław, 138. 3 Tuan Yi-Fu, Space and Place – the Perspective of Experience, University of Minnesota Press, Minneapolis– -London 1977/1997. 4 Leszek Koczanowicz, cited from a fragment of the book cover, Pedagogika miejsca, (ed.) M. Mendel, Wrocław 2006. 5 F. Ziemski, Wybrane problemy tradycji wychowania, [in:] Dziecko w świecie tradycji, (ed.) B. Dymara, Vol. XII: Nauczyciele – Nauczycielom, Impuls, Kraków 2010, 240. 6 Ibidem, 239. 7 Ibidem, 240. 71 and fills it with meanings that render it unique. This place is conducive to bonding and the building of relationships. Wiesław Theiss uses the expression associative landscape8. Taking into account the fact that a historic garden space is a space legacy, the pedagogy of place, which is a pedagogy of tradition, constitutes a viable proposition for education as an opportunity to build the cultural identity of humanity, after first deciphering space, especially the cultural space in which humanity lives. According to the distinguished cultural educationalists Sergei Hessen, Bogdan Nawroczyński and Bogdan Suchodolski, cultural continuity was dependent on human activities supporting the continuation of tradition. In recent years in Poland one may refer to a kind of renaissance in the use of the word “garden” in social space. The mass media are paying closer attention in various cities to the growing popularity of café gardens, contests organized in garden areas surrounding housing estates, as well as garden festivals or even art gardens, as for example, the recently opened Malopolska Garden of Art in Krakow. Alternative tourist routes are also being developed – gardens which may be viewed to which access is restricted; monastery gardens which may be viewed from staircases. For example, the purpose of the project carried out in Krakow was to show people that there are beautiful green areas near the streets that they cross each day9. The concept of cultural education, understood as cultural values, developed and flourished against the backdrop of European education in the interwar period. Cultural education embraces its contemporary and practical aspects, of which one branch is cultural ecology. In Europe, especially in Italy, the conservation of monuments, including historic gardens, is treated on a wider scale as part of compulsory education. Concerning Poland, it is worth recalling the emergence of regional education (introduced into school education in 1995), followed by landscape education, which appears to best reflect the topic of this conference. Currently landscape education, as well as the teaching of the Polish language and lessons on literature and culture, takes place in primary schools from as early as Form IV; this form of education focuses on topics relating to the beauty of the native landscape. After many years of conducting research on historical parks in Krakow and treating them as works of art and places of education, I have come to the view that historical parks constitute a special kind of work of art which is located in the place of origin (and at the same time in humanity’s natural environment), based on the history of art, known as an in situ monument. A garden/park as a work of art is a specific structure, as its beauty constitutes not only inanimate matter – as is the case with the majority of monuments – but also living matter (plant life – trees, bushes, flowers etc.). One should also take into account the social environment of the park, in other words, the broad group of users. In addition each park, apart from its users, has its “inhabitants” (representatives of park fauna) who shape the atmosphere of the park and significantly affect its individual character. One should also remember the different 8 W. Theiss, Góra Kalwaria/Ger: pejzaż asocjacyjny (studium pamięci kulturowej miejsca), [in:] Pedagogika miejsca, (ed.) M. Mendel, 55-74. “Associative landscape” (Loew 2004) is the result of surmounting, although partially, difficulties by adopting a triangular approach which involves different mutually completing views and sources of recognition; such as for example: local history and national (regional) history, individual and collective memory, personal and official documents, archives and works of art, spoken narratives, and iconic materials, events and places, etc. (Theiss 1991, 91-121). The result of such a routine is a multidimensional, generally incoherent picture of a Place – some sort of “associative landscape”. 9 M. Kursa, Podglądacze ogrodów, „Gazeta Wyborcza”, 17 September 2012, 2. 72 types of park furniture (such as statues, summer houses, and other elements of park architecture) which enhance the beauty of „interior landscaping”10. We should also recall all the historic buildings in the immediate vicinity of the park. An additional advantage of the historic park is that it is often located in the central part of the city – in the town centre or within its immediate vicinity. In addition to easy access to the park, the largest number of historic buildings are very often located nearby11. At the same time, one may find the essential components of this work of art – the historic park – the intangible characteristics which embrace concepts of spaciousness, scenery, the genius loci, the voices of nature, and the natural tranquility and atmosphere prevailing there12. The historic park as part of the environment is also a special place, conducive to people opening up towards matters transcendental. There are many social , aesthetic, cultural and nature-related values hidden in old parks13. 2. THE PURPOSE OF RESEARCH The purpose of my
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